Implementing Diverse Continuous Reflective Strategies in a Multi-Section General Chemistry II Lab
Bibliographic record
Abstract
Chemistry labs are often taught using a rote mechanical approach without much explicit scaffolding for academic reflection by the students. Reflection, however, can play an essential role in learning because it is an evidence-based learning process that generates, deepens, critiques, and documents learning. By moving away from traditional teaching approaches and emphasizing reflection, the first-year chemistry lab could support students in developing more diverse skills, a growth mindset, and greater engagement. The current study, which represents phase four of a multi-year project, explores first-year students’ attitudes toward reflective learning in a chemistry laboratory setting that focuses explicitly on supporting reflection. Two creative student-directed inquiry-based experiments were redesigned and implemented with diverse reflective strategies in order to support students’ sense-making skills and stimulate their understanding of scientific concepts. Data were collected using surveys and students’ reflective artifacts. The surveys are analyzed to better understand students’ attitudes and perspectives about the reflection exercises, and the artifacts are examined to explore students’ understanding of concepts and personal growth. A qualitative content analysis approach was used to analyze data. Findings show that many students welcome the inclusion of reflective exercises in the lab curriculum. Students appreciate the design of scaffolding different reflective exercises, which helped to enhance their learning from basic observation to critical thinking. Furthermore, the artifacts demonstrate positive outcomes in terms of deeper academic learning and personal growth as chemists.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.009 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.009 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".